How we support children/young people with SEN starting at our school
We have a variety of transition sessions for children with SEN and work closely with home to ensure we tailor a package to suit the individual child. We also work closely with feeder nurseries.
Pre – school aged children are welcome into school at events such as Sports Day, Harvest festival, Discos and Christmas.
How we support children/young people with SEN moving between classes in our school
We have a variety of transition sessions for children with SEN and work closely with home to ensure we tailor a package to suit the individual child. As a smaller than average school every child will already have had interaction with all the staff in school, either through break time duties or assemblies – this will ease the transition process. Each child is seen as an individual and with small cohorts we are able to cater for specific SEN needs around transition.
How we support children/young people with SEN leaving our school
We complete the usual Transition passport for every child who is moving into secondary education but will also closely liaise with the transition staff / SENDCO and possibly the Head of Year. The SENDCO is also the Year 6 teacher and so is well-placed to pass on key information about individual pupils. OLST has excellent relationships with our main secondary schools and staff work very closely together. We will share information with the school, college, or other setting the pupil is moving to. We will agree with parents and pupils which information will be shared as part of this.
OLST works very closely with our two main secondary schools and children attend workshops, transition activities, church events, collaborative projects etc from Year 5 onwards. The children are familiar with their surroundings and some of the staff and we make them aware even then, of children with SEN.
All pupils have a range of induction sessions/opportunities at their new school, depending on the school they have chosen to go to. There are some occasions when extra provision is needed and this is negotiated with the Secondary school. In the past this has taken the form of
- Planning the bus route and taking children on the bus and teaching them how to pay etc
- Working on developing a map of the classrooms the child will access
- Developing a resources checklist in order to aid moving from classroom to classroom
- A member of staff from OLST taking a child to the secondary to meet the staff they will be working with
- Recommendations for children who will need to work in a nurture group because of SEN or vulnerability